 43 oecd reviews of evaluation and assessment in education: albania oecd 2020 Chapter The Albanian education system


Participation in tertiary education has declined in recent years



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Participation in tertiary education has declined in recent years 

School life expectancy (from primary education through tertiary education) has increased 

from 10.6 years in 2000 to 14.8 years in 2017, similar to that of neighbouring countries like 

Serbia (14.7 years) and Montenegro (15.0 years), though lower than the average in the EU 

(17.1  years)  and  the  OECD  (17.2  years)  (UIS,  2020

[27]


).  However,  after  a  consistent 

increase since 1991, the gross enrolment ratio in tertiary education has fallen from 66% in 

2014 to 55% in 2018. This is in part due to the closure of private universities awarding a 

high volume of reportedly low-quality degrees, as well as migration outflows driven by the 

pursuit of education and career opportunities abroad (see Social context). 

Private school enrolment is increasing 

The share of students in basic education attending private schools has increased over time, 

with 4% in 2006-2007 compared to 7% in 2016-2017 (MoESY, 2018

[42]


). Around 9% of 

basic education schools in Albania are private. At the upper secondary level, about 23% of 

schools are private and the share of enrolment in this sector has grown from about 8% in 

2006-2007 to 11% in 2016-2017. The increase in enrolment in private schools in Albania 

is related to factors such as preferences for smaller class sizes, better infrastructure, foreign 

language curricula, twinning between Albanian and EU private schools and recognition of 

studies in Albanian private schools by some EU countries. 

There is limited outcome evidence to suggest that private schools are of higher quality than 

public schools. State Matura Examination results show higher achievement among students 

in private schools than those in public school, but published results are not controlled for 

student characteristics such as socio-economic disadvantage and there is no analysis on the 

possible impact of positive self-selection into private schools (MoESY, 2017

[49]

). Average 



upper secondary course mark data also demonstrate higher achievement in private schools 

than  in  public  schools,  but  these  results  are  not  comparable  between  schools  (MoESY, 

2017

[49]


).  PISA  2018  data,  however,  show  that  on  average  private  schools  perform 

significantly  higher  in  reading  than  public  schools,  even  after  accounting  for  students’ 

ESCS (PISA’s index of economic, social and cultural status) (OECD, 2019

[50]


). 


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